Applying Cultural Humility in Online Learning

Online courses and online programs in higher education continue to become more diverse due to student’s demographic changes, presenting both opportunities and challenges for educators (Gazda & Mutahi, 2019). Thus, becoming a lifelong learner in relation to multicultural differences/diversity is key to high quality online programs. As online learning leaders we have a responsibility to recognize and value the diversity of the students, staff and faculty we serve. It is important that we develop online learning curriculum and support programs that facilitate multicultural learning communities (Chavez, 2007). Higbee et al.(2010) tasks educators with “being more intentional and reflective and to consider the multiple intersecting aspects of students’ social identities as they develop course content, instructional strategies, assessment techniques and academic supports” (pg. 61).

This is not an easy task, given the complexities of our diverse nation. Cultural humility a construct by Tervalon & Murray-Garcia (1998) can be a tool used by the online learning community to develop and provide online learning spaces where students from diverse backgrounds can succeed. Hook, Davis, Owen, Worthington and Utsey (2013) conceptualize cultural humility as the “ability to maintain an interpersonal stance that is other-oriented (or open to the other) in relation to aspects of cultural identity that are most important to the [person]” (p. 2). Cultural humility recognizes the fluidity of culture and the idea that we never truly arrive. We are rather lifelong learners in the areas of culture and diversity.

In this presentation, participants will:

Reflect on their own beliefs and approaches to diversity.

• Learn about cultural humility and its three main components (Tervalon & Muray-Garcia, 1998):

  • Lifelong commitment to self-evaluation and self-critique

  • Fix Power Imbalances

  • Develop Partnerships with People and groups who advocate for others.

• Obtain ideas on how to apply cultural humility in relation to online learning and their day to day work with others.  

Presenter will engage the audience throughout the session with interactive activities where first participants will reflect on their own cultural experiences. Second, they will brainstorm in groups and share ways in which cultural humility can be used in online learning.

References:

Chávez, A. F. (2007). Islands of Empowerment: Facilitating Multicultural Learning Communities in College. International Journal of Teaching and Learning in Higher Education, 19(3), 274-288.

Higbee, J. L., Schultz, J. L., & Goff, E. (2010). Pedagogy of inclusion: Integrated multicultural instructional design. Journal of college Reading and Learning, 41(1), 49-66.

Hook, J. N., Davis, D. E., Owen, J., Worthington Jr, E. L., & Utsey, S. O. (2013). Cultural humility: Measuring openness to culturally diverse clients. Journal of Counseling Psychology, 60(3), 353.

Mutahi, T., & Gazda, S. (2019). Online Instructional Practices for Racially Diverse Student Populations in United States Higher Education Institutions: Challenges and Best Practices. In Handbook of Research on Cross-Cultural Online Learning in Higher Education (pp. 291-310). IGI Global.

Tervalon, M., & Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of health care for the poor and underserved, 9(2), 117-125.